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Job-Related Stressors as Perceived by the Directors and Full-Time Faculty of Accredited Educational Programs in Medical Record Administration and Medical Record Technology in the United States and Their Strategies for Coping with Them
The purpose of this study was to: (1) identify the sources of job-related stress which create excessive pressures for the directors and faculty of medical record administration and medical record technology programs; (2) identify the strategies that the directors and faculty of medical record administration and medical record technology programs find most helpful in coping with stress; (3) determine the relationship among demographic variables and job-related stressors as perceived by the directors and faculty of medical record administration and medical record technology programs; and (4) determine the difference among the means of five stress factors as perceived by the directors of medical record administration, faculty of medical record administration, directors of medical record technology and faculty of medical record technology programs. Questionnaires were mailed to 403 respondents. The response rate was 81.3%. Within the limitations of this study, the results revealed that "Having insufficient time to keep abreast of current developments in my field"was the highest stressor. The top stress coping strategy was "Social interaction." The relationship between demographic variables and five stress factors of reward and recognition, time constraint, departmental influence, professional identity and student interaction revealed a positive correlation between degree and professional identity factor, and a negative correlation between degree and student interaction factor. The results also indicated a positive correlation between type of program and the factors-time constraint, professional identity and student interaction; a positive correlation between academic rank and the factors--time constraint and student interaction; a positive correlation between teaching responsibilities and time constraint factor; and a positive correlation between marital status and professional identity factor. The directors and faculty of medical record administration perception of time constraint and professional identity factors differed from that of the directors and faculty of medical record technology programs.
Effects of Instructional Methods on Student Performance in Postsecondary Developmental Mathematics
This study examined success rates and end-of-semester grades for three instructional methods used in developmental algebra and college algebra. The methods investigated were traditional lecture, laboratory, and computer mediated learning. The population included the 10,095 students who had enrolled in developmental algebra and college algebra at Richland College in Dallas, Texas, for five semesters. Success was defined as earning a grade of A, B, C, or D in a course.
The Role of Contract Training by Academic Institutions in Corporate Education and Training Programs
This study explored the role of contract training provided by North Texas higher education institutions in the education and training programs administered by area businesses employing more than 100 people. A survey instrument was mailed to corporate trainers that were members of the Dallas Chapter of the American Society of Training and Development in businesses employing more than 100 people. A total list of 292 trainers generated 71 usable responses. The purposes of this study were to: (a) determine the extent to which corporations use academic institutions for contract training, (b) determine the academic institutions in North Texas that training managers in the Dallas area believe are suitable contract training partners, (c) identify what subject areas are perceived as top educational priorities by training managers and are perceived to be suitable for contract training by academic institutions, (d) determine educational and training subjects for which corporations would be willing or prefer to utilize contract training by academic institutions, and (e) identify the subjects in which corporations currently use contract training by academic institutions.
Faculty Preparation in American Higher Education: Academic Lineage as a Predictor of Career Success
The purposes of this research were to determine (1) the extent to which faculty are employed by the types of institutions from which they earned their doctorates in the United States, (2) the extent to which faculty have higher professional rank at employing institutions tat are the same type of institutions as those from which they earned their doctorates, (3) the extent to which female faculty are employed by the types of institutions from which they earned their doctorates, (4) the extent to which female faculty have higher professional rank at employing institutions that are the same type of institutions as those from which they received their doctorates, and (5) the extent of variability across academic disciplines in which faculty are employed by types of institutions from which they earned their doctorates. An exhaustive review of the literature on academic lineage was used to develop this research. All stratified random sample of 260 institutions from 2,873 colleges and universities was selected by Carnegie Foundation classification categories. Institutions were selected at random until the number of faculty members in each category corresponded to the estimated national distribution of faculty across Carnegie classification categories (n=3,940). The analyses revealed that the majority of faculty (74%) employed at all types of higher education institutions obtained their doctoral degrees fromresearch I institutions. Professional academic rank is an interaction between doctoral-granting institution and employing institution combined with gender. Male faculty are following the traditional "trickle down" theory of academic lineage while women faculty appear to be charting a different career path. Another unique finding was that there was not significant variability in the findings across academic disciplines. Academic success is a complex phenomenon that is not singularly explainable by academic lineage. As more women are entering into the academic ranks of higher education, changes in academic …
South-East Asia College: History, Development, Problems, and Issues Related to Achieving University Status
The purpose of this study is to describe the history, development, problems, and issues related to achieving university status of South-East Asia College from 1974 to 1993. This historical research used records and documents from South-East Asia College and the Association of Private Higher Education Institutions of Thailand as primary sources. Also interviews with the president, faculty and staff of South-East Asia College were used. Secondary Sources were reports and publications from the Ministry of University Affairs in Thailand. The areas of emphasis in the study were government policies on private higher education, legislation that initiated the founding of the college, the founder, the college's goals, financial sources, curriculum, library, faculty, students, and buildings. It was found that the Thai government encourages the establishment of private higher education institutions. The Private Higher Educational Institution Act of 1979 was enacted to allow private universities to be equal to government universities. South-East Asia College was founded in 1974 by the Khunya Plak Muanpiew Foundation with the purpose of training Thai students for industrial technologies and business sectors. The college requested university status in April, 1987. The first attempt was turned down. Four areas not meeting the requirements were the library, faculty, students, and buildings. The college made a second request in December, 1991, and the change in status of South-East Asia College to South-East Asia University was approved in March, 1992. Suggestion for further study include: (a) the study is limited to one private university; a further investigation should be made of the other private institutions; and (b) a study should be conducted to identify factors which will contribute to the future development of South-East Asia University.
Why a New Law School and Why Now? Speech to the Business Law Section of the Dallas Bar Association
This invited speech was delivered to the Business Law Section of the Dallas Bar Association. The speech addresses why the new UNT Dallas College of Law is being created and why now. The new UNT Dallas College of Law is anticipated to open in August 2014.
Prospects for Research Data Management
Paper included in a report for the Council on Library and Information Resources (CLIR) on research data management and the DataRes Project. This chapter highlights some of the most provocative findings of the DataRes Project on the topic of research data management in higher education and possible scenarios for the future and the implications of these scenarios.
Students' Criteria for Course Selection: Towards a Metadata Standard for Distributed Higher Education
By 2007, one half of higher education students are expected to enroll in distributed learning courses. Higher education institutions need to attract students searching the Internet for courses and need to provide students with enough information to select courses. Internet resource discovery tools are readily available, however, users have difficulty selecting relevant resources. In part this is due to the lack of a standard for representation of Internet resources. An emerging solution is metadata. In the educational domain, the IEEE Learning Technology Standards Committee (LTSC) has specified a Learning Object Metadata (LOM) standard. This exploratory study (a) determined criteria students think are important for selecting higher education courses, (b) discovered relationships between these criteria and students' demographic characteristics, educational status, and Internet experience, and (c) evaluated these criteria vis-à-vis the IEEE LTSC LOM standard. Web-based questionnaires (N=209) measured (a) the criteria students think are important in the selection of higher education courses and (b) three factors that might influence students' selections. Respondents were principally female (66%), employed full time (57%), and located in the U.S. (89%). The chi square goodness-of-fit test determined 40 criteria students think are important and exploratory factor analysis determined five common factors among the top 21 criteria, three evaluative factors and two descriptive. Results indicated evaluation criteria are very important in course selection. Spearman correlation coefficients and chi-square tests of independence determined the relationships between the importance of selection criteria and demographic characteristics, educational status, and Internet experience. Four profiles emerged representing groups of students with unique concerns. Side by side analysis determined if the IEEE LTSC LOM standard included the criteria of importance to students. The IEEE LOM by itself is not enough to meet students course selection needs. Recommendations include development of a metadata standard for course evaluation and accommodation of group differences in …
Confronting Convergence: Are Higher Education Administrators Using a Strategic Planning Approach to Mass Communication Curriculum Convergence?
Professors in mass communications departments of higher education institutions continue to search for the best way to prepare graduates for the ever-changing world of print, broadcast, and online media. Business administration theories have long been used in other areas, including education. While some application of strategic planning has been documented with regards to education, there is not much to reference in this area. The study investigated the use of strategic planning in developing a course of action for curriculum convergence in mass communication programs. The study used a purposive sample to determine if administrators are utilizing this method as a part of curriculum convergence. The results indicated a use of this method among institutions involved in curriculum convergence.
The Role of Brand Equity in Reputational Rankings of Specialty Graduate Programs in Colleges of Education: Variables Considered by College of Education Deans and Associate Deans Ranking the Programs
Seeking to identify and further understand the variables considered when ranking specialty programs in colleges of education, this research study surveyed all deans, and associate deans responsible for graduate education, at United States institutions that offer the terminal degree in at least one of the ten education specialty areas. The study utilized a three-dimension model of brand equity from the marketing literature, which included the elaboration likelihood model of persuasion. Descriptive statistics determined that research by the faculty of the specialty program is the variable most widely considered by deans and associate deans when determining reputation. In order to determine what predicts a person's motivation to correctly rank programs, a principal components analysis was utilized as a data reduction technique, with parallel analysis determining component retention. The model identified five components which explained 66.224% of total variance. A multiple regression analysis determined that characteristics of a specialty program was the only statistically significant predictor component of motivation to correctly rank programs (β = .317, p = .008, rs2 = .865); however, a large squared structure coefficient was observed on perceived quality (rs2 = .623). Using descriptive discriminant analyses, the study found there is little evidence that marketing efforts have differing effects on groups. Further, a canonical correlation analysis that examined the overall picture of advertising on different groups was not statistically significant at F (15, 271) = .907, p = .557, and had a relatively small effect size (Rc2 = .099).
A Student Environment Model: a Measure of Institutional Effectiveness
In a rapidly changing environment of growing competition for limited resources and ever increasing operational costs, institutions of higher education must focus on all aspects of the organizational functions to insure institutional effectiveness and the maximization of student success. This study will use a Student Environment Model (SEM) to assess students' perception of their college environment outside of the formal classroom at a unique two year technical college. The information obtained is used by the administration of Texas State Technical College Waco (TSTCW) to make appropriate adjustments in programs, services, or policies when the student data indicates that change or improvement is needed. While the SEM provides an indication of the students' "image" of the college environment, it can also provide indicators of areas which need improvement or require change. Applying the SEM information to decision making, problem solving, and planning will allow the institution and its people to move toward higher productivity and continuous quality improvement.
A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education
This quasi-experimental study examined the effects of participation in a Supplemental Instruction (SI) program on student test performance in a second-level developmental mathematics class in a four-year university setting. This research deviated from past research on Supplemental Instruction in that it examined effects of the program at the end of each test block rather than at the end of the course only. The quasi-experimental design was precipitated by an inability to control factors of participation and limited sample size. Test data were analyzed using analysis of variance; final course grades were analyzed using chi-square.
Attitudes Toward Teaching and Research Among Biology Faculty in Texas Institutions of Higher Education
This study investigated the attitudes toward teaching and research among biology faculty in Texas institutions of higher learning. The purposes of the study were to: 1) determine what the attitudes of Texas biology faculty were toward teaching; 2) to determine the attitudes of Texas biology faculty toward research; 3) to determine if biology faculty attitudes toward teaching vary according to faculty rank; 4) to determine if biology faculty attitudes toward research vary according to faculty rank; 5) to determine if attitudes of biology faculty in Texas toward teaching vary according to institutional type; and 6) to determine if attitudes of biology faculty in Texas toward research vary according to institutional type.
Hardiness, stress, and coping strategies among mid-level nurse managers: Implications for continuing higher education.
This study investigated relationships among hardiness, stress, and coping strategies among mid-level nurse managers in hospitals. Coping strategies were hypothesized to be positively related to stress. In addition, hardiness and its components were hypothesized to be positively related to stress and coping strategies. Demographics were hypothesized to be unrelated to stress, hardiness, and coping strategies. Both hardiness and coping strategies were hypothesized to be predictors of stress. Pearson correlation coefficients, multiple regression, and linear regression were used in data analysis. Stress was associated with specific coping strategies viz., confrontation, selfcontrolling, accepting responsibility, and escape-avoidance. High hardiness, particularly commitment and challenge, was associated with low levels of stress and with problemfocused coping strategies. By contrast, low hardiness was associated with high stress and use of emotion-focused strategies. Significant demographics, when compared to study variables, included age, experience, time with supervisors, number of direct reports, highest degrees obtained, and formal or informal higher education in management. Young nurse managers who were less experienced in nursing and management, and who had fewer direct reports, reported the highest stress levels among nurse managers. High hardiness, particularly commitment, was a strong predictor of low levels of stress; use of escape-avoidance was a significant predictor of occupational stress. This study supported the theoretical suppositions of lower stress if hardiness and specific coping strategies are high among mid-level nurse managers. Potential exists for work-related stress to be reduced by increasing hardiness and adaptive coping strategies. Implications for higher education research and practice are discussed.
Higher Education: Approaches to Attract and Fund International Students in the United States and Abroad
A letter report issued by the Government Accountability Office with an abstract that begins "Following September 11, 2001, the number of international students coming to the United States dropped for the first time in over 30 years. While enrollments have rebounded, the U.S. image has declined in the Muslim world and elsewhere. To improve global attitudes toward America, the U.S. government funds higher education for international students to facilitate exchanges, promote understanding among peoples in different countries, and build capacity in developing nations. To provide insight on how higher education is used to advance public diplomacy and development assistance goals, we examined (1) the objectives the United States and selected peer governments seek to advance through higher education for international students and the approaches they employ to attract international students, and (2) the characteristics of major U.S. and peer government programs that fund higher education for international students to support public diplomacy and development goals. GAO collected information from the United States, Australia, China, the European Commission, Germany, and the United Kingdom."
Higher Education: Information Sharing Could Help Institutions Identify and Address Challenges Some Asian Americans and Pacific Islander Students Face
A letter report issued by the Government Accountability Office with an abstract that begins "As a group, Asian American and Pacific Islanders represent about 5 percent of the U.S. population and hold about 8 percent of the college degrees. To better understand the educational attainment and average incomes of the subgroups that comprise this population, the Committee asked: 1) What are Asian American and Pacific Islander subgroups' educational attainment and household income levels? (2) What challenges, if any, Asian American and Pacific Islander students face in pursuing and completing their post-secondary education? and (3) What federal and institutional resources do institutions with large Asian American and Pacific Islander student enrollment use to address the particular needs of these students? GAO analyzed data from the U.S. Census Bureau and the U.S. Department of Education (Education) and spoke with officials and Asian American and Pacific Islander students at eight postsecondary institutions."
Higher Education: Issues Related to Law School Cost and Access
A letter report issued by the Government Accountability Office with an abstract that begins "In order to participate in federal student financial aid programs, law schools must be accredited by an agency recognized by the Department of Education (Education). Accreditation is intended to ensure that schools provide basic levels of quality in their educational programs, and Education recognizes those accrediting agencies that it concludes can reliably determine the quality of education provided by the schools and programs they accredit. The American Bar Association's (ABA) Council of the Section of Legal Education and Admissions to the Bar serves as the main accrediting agency for law schools, and students who attend one of the 200 ABA-accredited law schools can take the bar examination in any jurisdiction in the country. There are also several law schools that are accredited by other Education-recognized accrediting agencies such as the Western Association of Schools and Colleges. Graduates of some of these non-ABA-accredited law schools are eligible to take the bar examination in their own state, but may not do so nationwide. The ABA's accreditation standards focus on a number of issues, including schools' facilities, student support services, faculty, admissions practices, and graduates' passage of the bar exam. Concerns have been raised about how some of these accreditation standards may affect the cost of attendance and minority access. In 2007, we reported on the ABA's process for accrediting law schools and questions that had been raised about the process. In this report, in response to a mandate in the Higher Education Opportunity Act, we examine the following questions: (1) How do law schools compare with similar professional schools in terms of cost and minority enrollment? (2) What factors, including accreditation, may affect the cost of law school? (3) What factors, including accreditation, may affect minority access to …
Higher Education: Trustee Arrangements Serve Useful Purpose in Student Loan Market
A letter report issued by the General Accounting Office with an abstract that begins "Pursuant to a congressional request, GAO provided information on student loan trustee arrangements, focusing on the: (1) number and cost of trustee arrangements and their shared characteristics; (2) benefits and protections afforded the federal government through use of trustee arrangements; and (3) effect of trustee arrangements on market participation and the availability of student loans."
Higher Education: Tuition Continues to Rise, but Patterns Vary by Institution Type, Enrollment, and Educational Expenditures
A letter report issued by the Government Accountability Office with an abstract that begins "Higher education has increasingly become critical to our nation's cultural, social, and economic well-being, with 90 percent of the fastest-growing jobs in the knowledge economy requiring some postsecondary education. While a college graduate can expect to earn, on average, approximately $1 million more over the course of his or her working life than those with a high school diploma, most students and their families can expect to pay more on average for college than they did just a year ago. Moreover, many are concerned that the increases in the cost of college may be discouraging large numbers of individuals, particularly minority and low-income individuals, from pursuing higher education. The topic of college affordability continues to be an issue of great concern. Various policymakers, national associations, and philanthropic foundations have documented the growth in college tuition and its potentially adverse effects on access to higher education and rates of degree completion. Recent years have witnessed the introduction of many federal-, state-, and institution-level initiatives aimed at curbing tuition increases, yet tuition continues to rise. Congress asked GAO to provide information on trends in higher education enrollments, tuition and fees, and institutional expenditures on education- related services that students receive by addressing the following questions: (1) What have been the patterns in college enrollment over the past decade and do these patterns differ by race? (2) What have been the patterns in the types of schools students attend and do these patterns differ by race? (3) How much have tuition and fees increased over the past decade across different types of higher education institutions? (4) To what extent have increases in tuition and fees been associated with increases in spending by institutions on education?"
Higher Education: Veteran Students Received Similar Amounts of Title IV Aid As Nonveterans but More Total Aid with GI Benefits
A letter report issued by the Government Accountability Office with an abstract that begins "Over the past decade, average college tuition and fees increased between 20 and 38 percent, depending on the type of institution. This rising cost of college affects all students--both veteran and nonveteran students--who rely on a mix of family resources, grants, scholarships, loans, and work-study to finance their education. Students may face particular hardships when the cost of attendance outpaces students' available resources. For example, some lenders recently have tightened the eligibility criteria for obtaining student loans in response to problems in financial markets. In fiscal year 2007, the Department of Education (Education) provided $82 billion in financial aid in the form of grants, loans, and work-study programs under Title IV of the Higher Education Act of 1965, as amended, to 11 million students and their families. The primary Title IV aid programs include Pell Grants, Stafford Loans, and campus-based aid programs. Veterans also may be eligible for federal financial aid from the Department of Veterans Affairs (VA). VA awarded about $2 billion in Chapter 30 education benefits under the Montgomery GI Bill1 (Chapter 30 GI benefits) to more than 300,000 veteran students in fiscal year 2007. In 2002, we reported that veteran students were awarded similar amounts of Title IV aid as nonveteran students, and veterans' total federal aid was greater when Chapter 30 GI benefits were included. Congress asked about whether this has changed, resulting in veterans receiving less federal financial aid. To address this question, Congress asked us to determine (1) how the amount of Title IV financial aid awarded to veteran students compares with that awarded to nonveteran students, (2) how higher education institutions allocate Title IV financial aid among veteran and nonveteran students, and (3) how federal agencies and higher education …
Higher Education: Stronger Federal Oversight Needed to Enforce Ban on Incentive Payments to School Recruiters
A letter report issued by the Government Accountability Office with an abstract that begins "In 1992, Congress banned schools participating in federal student aid programs from paying commissions, bonuses, or other financial incentives to individuals based on their success in enrolling students or securing their financial aid. The ban applies to all postsecondary schools, including private for-profit, public, and private nonprofit schools. Congress instituted this incentive compensation ban to eliminate deceptive recruiting practices and to protect federal student aid funds from fraud and abuse. However, we recently found evidence of deceptive or fraudulent recruitment practices at certain postsecondary schools in which school officials misrepresented programs or encouraged students to falsify their financial aid applications to obtain federal student aid. Questions have been raised about whether schools are consistently acting in the best interest of students during the recruitment process, and whether the federal investment in student aid is adequately protected. The U.S. Department of Education (Education) is responsible for monitoring schools participating in federal student aid programs and enforcing compliance with the incentive compensation ban. Education has the authority to assess fines or take other actions against schools found violating the ban. In the Higher Education Opportunity Act, Congress mandated that GAO conduct a study on Education's oversight of the incentive compensation ban. In February 2010, we issued a report which provided information on incentive compensation violations substantiated by Education from January 1998 through December 2009, the nature of these violations, and the names of the institutions involved. This report provides additional information on Education's oversight of the ban during this time period. Specifically, we examined (1) how Education monitors schools for potential violations of the incentive compensation ban, and (2) the extent to which Education has used its authority to enforce the incentive compensation ban."
Higher Education: School's Use of the Antitrust Exemption Has Not Significantly Affected College Affordability or Likelihood of Student Enrollment to Date
A letter report issued by the Government Accountability Office with an abstract that begins "In 1991 the U.S. Department of Justice sued nine colleges and universities, alleging that they had restrained competition by making collective financial aid determinations for students accepted to more than one of these schools. Against the backdrop of this litigation, Congress enacted a temporary exemption from antitrust laws for higher education institutions in 1992. The exemption allows limited collaboration regarding financial aid practices with the goal of promoting equal access to education. The exemption applies only to institutional financial aid and can only be used by schools that admit students without regard to ability to pay. In passing an extension to the exemption in 2001, Congress directed GAO to study the effects of the exemption. GAO examined (1) how many schools used the exemption and what joint practices they implemented, (2) trends in costs and institutional grant aid at schools using the exemption, (3) how expected family contributions at schools using the exemption compare to those at similar schools not using the exemption, and (4) the effects of the exemption on affordability and enrollment. GAO surveyed schools, analyzed school and student-level data, and developed econometric models. GAO used extensive peer review to obtain comments from outside experts and made changes as appropriate."
Higher Education: Use of New Data Could Help Improve Oversight of Distance Education
A letter report issued by the Government Accountability Office with an abstract that begins "As the largest provider of financial aid in higher education, with about $134 billion in Title IV funds provided to students in fiscal year 2010, the Department of Education (Education) has a considerable interest in distance education. Distance education--that is, offering courses by the Internet, video, or other forms outside the classroom--has been a growing force in postsecondary education and there are questions about quality and adequate oversight. GAO was asked to determine (1) the characteristics of distance education today, (2) the characteristics of students participating in distance education, (3) how the quality of distance education is being assessed, and (4) how Education monitors distance education in its stewardship of federal student aid funds. GAO reviewed federal laws and regulations, analyzed Education data and documents, and interviewed Education officials and industry experts. GAO also interviewed officials from accrediting and state agencies, as well as 20 schools--which were selected based on a variety of factors to represent diverse perspectives."
Higher Education: Federal Science, Technology, Engineering, and Mathematics Programs and Related Trends
A letter report issued by the Government Accountability Office with an abstract that begins "The United States has long been known as a world leader in scientific and technological innovation. To help maintain this advantage, the federal government has spent billions of dollars on education programs in the science, technology, engineering, and mathematics (STEM) fields for many years. However, concerns have been raised about the nation's ability to maintain its global technological competitive advantage in the future. This report presents information on (1) the number of federal programs funded in fiscal year 2004 that were designed to increase the number of students and graduates pursuing STEM degrees and occupations or improve educational programs in STEM fields, and what agencies report about their effectiveness; (2) how the numbers, percentages, and characteristics of students, graduates, and employees in STEM fields have changed over the years; and (3) factors cited by educators and others as affecting students' decisions about pursing STEM degrees and occupations, and suggestions that have been made to encourage more participation. GAO received written and/or technical comments from several agencies. While one agency, the National Science Foundation, raised several questions about the findings, the others generally agreed with the findings and conclusion and several agencies commended GAO for this work."
Higher Education: Institutions' Reported Data Collection Burden Is Higher Than Estimated but Can Be Reduced through Increased Coordination
A letter report issued by the Government Accountability Office with an abstract that begins "The Integrated Postsecondary Education Data System (IPEDS) is the federal government's core postsecondary data collection program. Approximately 6,800 postsecondary schools are required to complete annual IPEDS surveys on topics including enrollment, graduation rates, and finances. As policymakers have sought additional data to increase accountability in postsecondary education, the number and complexity of questions on the IPEDS surveys have increased. GAO was mandated to examine: (1) the time and cost burden for schools completing the IPEDS surveys, (2) options for reducing this burden, and (3) the potential benefits and challenges of collecting additional graduation rate data. To do this, GAO interviewed staff from 22 postsecondary schools, reviewed existing estimates of the IPEDS time and cost burden, interviewed officials at the Department of Education (Education) and Office of Management and Budget, and interviewed higher education associations and higher education software providers."
Higher Education: United States' and Other Countries' Strategies for Attracting and Funding International Students
Testimony issued by the Government Accountability Office with an abstract that begins "In the years following September, 11, 2001, the United States experienced its first drop in the number of international students coming to the United States in over 30 years. The United States tightened its immigration policy during this time, which may have made it more difficult for foreign nationals, including international students, to apply for a visa and, subsequently may have fueled the perception that the United States is unwelcoming. While enrollment numbers have started to rebound, they have not returned to pre-September 11 levels. This testimony is based on ongoing and published GAO work. It includes themes from a June 2007 testimony on challenges in attracting international students. It also includes ongoing work to review other countries' efforts to attract and fund international students."
Higher Education: Factors Lenders Consider in Making Lending Decisions for Private Education Loans
Correspondence issued by the Government Accountability Office with an abstract that begins "Over the past few decades, the cost of tuition, room, and board for undergraduate students has increased, making it more difficult for some students and families to afford the cost of college. While students have historically relied on federal loans and grants and family contributions to pay for college, a growing number have turned to private education loans to help them cover the cost. In 2007-08, private loan volume, including private sector and state sponsored loans, totaled $19 billion, up from $3 billion in 1997-98, according to the 2008 College Board report on student aid. Unlike federal loans, private education loans are not guaranteed by the federal government and are typically more costly for students than loans offered through federal programs. Despite their generally higher cost, about 26 percent of students who obtained private education loans in 2007-08 did not obtain Federal Stafford loans, and more than one-half of these students did not apply for Federal financial aid, according to the Institute for College Access and Success. In 2007-08, 14 percent of undergraduate students obtained private education loans, according to the Institute for College Access and Success, and the average private loan amount was $6,533. This letter discusses GAO's work under the mandated study in section 1122 of the Higher Education Opportunity Act of 2008 (HEOA) directs the Government Accountability Office (GAO) to assess the impact of private lenders' use of nonindividual factors--factors other than the borrower's own credit worthiness, such as the cohort default rate or graduation rate of the school the student attends-- in making loan decisions. To address the issues raised in the mandate, GAO framed its study around three key questions: (1) What are the key characteristics of private education loan borrowers and the …
Higher Education: Improved Tax Information Could Help Pay for College
Testimony issued by the Government Accountability Office with an abstract that begins "We found that multiple Title IV programs and tax expenditures provided substantial aid to populations across income levels. In 2009, 12.8 million students received Title IV aid, and approximately 18 million tax filers claimed a higher education tax benefit for current expenses. The number of students receiving Title IV aid increased from 10.4 million to 12.8 million, or 23 percent, from 2006 to 2009. The number of tax filers benefiting from an education tax expenditure was larger, and increased from 14.4 million to 18 million, or 25 percent, from 2006 to 2009. Recent increases in both Title IV aid and tax expenditures from 2008 to 2009 may be because of enrollment increases and legislative actions, among other factors. Title IV grants tend to benefit students and families with incomes below the national median (about $52,000 from 2006 to 2010), while loans and work-study serve these students as well as students at family incomes above the median. Most tax benefits from the tuition and fees deduction and the parental exemption for dependent students went to families with incomes above $60,000, whereas the majority of benefits from the other higher education tax expenditures in our review—such as the American Opportunity Credit—went to families with lower incomes."
Higher Education: Improved Tax Information Could Help Families Pay for College
A letter report issued by the Government Accountability Office with an abstract that begins "Multiple Title IV programs and tax expenditures provided substantial aid to populations across income levels. In 2009, 12.8 million students received Title IV aid, and approximately 18-million tax filers claimed a higher education tax benefit for current expenses. Recent increases in both programs from 2008 to 2009 may be because of enrollment increases and legislative actions, among other factors. Title IV grants tend to benefit students and families with incomes below the national median (about $52,000 from 2006–2010), while loans and work-study serve these students and those with family incomes above the median. Most tax benefits from the tuition and fees deduction and the parental exemption for dependent students went to households with incomes above $60,000, whereas the majority of benefits from the other higher education tax expenditures in GAO’s review—such as the American opportunity credit—went to households with lower incomes."
Higher Education: A Small Percentage of Families Save in 529 Plans
A letter report issued by the Government Accountability Office with an abstract that begins "A small percentage of U.S. families saved in 529 plans in 2010, and those who did tended to be wealthier than others. According to the Survey of Consumer Finances (SCF), less than 3 percent of families saved in a 529 plan or Coverdell Education Savings Account (Coverdell)--a similar but less often used college savings vehicle also included in the SCF. While the economic downturn may have reduced income available for education savings, even among those families who considered saving for education a priority, fewer than 1 in 10 had a 529 plan (or Coverdell). Families with these accounts had about 25 times the median financial assets of those without. They also had about 3 times the median income and the percentage who had college degrees was about twice as high as for families without 529 plans (or Coverdells)."
Higher Education: Experts Cited a Range of Requirements as Burdensome
A letter report issued by the Government Accountability Office with an abstract that begins ""
Higher Education: Information on Incentive Compensation Violations Substantiated by the U.S. Department of Education
Correspondence issued by the Government Accountability Office with an abstract that begins "In 1992, Congress banned schools participating in federal student aid programs from paying commissions, bonuses, or other incentive payments to individuals based on their success in enrolling students or securing financial aid for them. Congress instituted this incentive compensation ban to eliminate abusive recruiting practices in which schools enrolled unqualified students who then received federal student aid funds. In 2002, the U.S. Department of Education (Education) issued regulations--commonly referred to as "safe harbors"--that allowed for 12 activities or payment arrangements that schools could use without violating the ban against incentive compensation. As of January 2010, Education was reviewing these safe harbor regulations as part of a negotiated rule making process to maintain or improve federal student aid programs. The Higher Education Opportunity Act (HEOA) mandated that GAO conduct a study on Education's enforcement of the incentive compensation ban in light of the safe harbors and report on the number of violations substantiated by the Secretary of Education since 1998, the nature of these violations, and the names of the institutions involved. As agreed with Congressional offices, this report provides information on violations of the incentive compensation ban substantiated by the Secretary since 1998."
Higher Education: Issues Related to Law School Accreditation
A letter report issued by the Government Accountability Office with an abstract that begins "In order to participate in certain federal programs, such as federal student financial aid, postsecondary institutions must be accredited by an accrediting agency recognized by the Department of Education (Education). Accreditation ensures that schools provide basic levels of quality in their educational programs, and Education recognizes those agencies it concludes can reliably determine the quality of education provided by the schools and programs they accredit. Since 1952, Education has recognized the American Bar Association (ABA) as an accrediting agency for law schools. ABA accreditation is important to the 195 law schools it accredits because it allows their graduates the flexibility to take the Bar exam in any jurisdiction in the United States. The Department of Education requires that all recognized accrediting agencies periodically reapply for continued recognition. The Secretary of Education's accreditation advisory group, the National Advisory Committee on Institutional Quality and Integrity (NACIQI), considered the ABA's most recent application for continued recognition in December 2006. The ABA was originally scheduled for review in December 2005, but Education postponed it twice based on the large volume of public comments that had to be reviewed, as well as concerns about the ABA's diversity standard. To address Congressional interest in these issues, we answered the following questions: (1) What is Education's process for recognizing accrediting agencies? (2) What is ABA's process for accrediting law schools? (3) What concerns have been raised about the ABA's accreditation process?"
Higher Education: Multiple Higher Education Tax Incentives Create Opportunities for Taxpayers to Make Costly Mistakes
Testimony issued by the Government Accountability Office with an abstract that begins "Federal assistance helps students and families pay for postsecondary education through several policy tools--grant and loan programs authorized by Title IV of the Higher Education Act of 1965 and more recently enacted tax preferences. This testimony summarizes our 2005 report and provides updates on (1) how Title IV assistance compares to that provided through the tax code (2) the extent to which tax filers effectively use education tax preferences, (3) potential benefits and costs of simplifying federal student aid, and (4) what is known about the effectiveness of federal assistance. This hearing is an opportunity to consider whether changes should be made in the government's overall strategy for providing such assistance or to the individual programs and tax provisions that provide the assistance. This statement is based on updates to previously published GAO work and reviews of relevant literature."
Higher Education: Challenges in Attracting International Students to the United States and Implications for Global Competitiveness
Testimony issued by the Government Accountability Office with an abstract that begins "More international students obtain a higher education in the United States than in any other country, and they make valuable contributions while they are here. For those students returning home after their studies, such exchanges support federal public diplomacy efforts and can improve understanding among nations. International students have earned about one-third or more of all U.S. degrees at both the master's and doctoral levels in several of the science, technology, engineering, and mathematics fields. Yet recent trends, including a drop in international student enrollment in U.S. colleges and universities, and policy changes after September 11, 2001, have raised concerns about whether the United States will continue to attract talented international students to its universities. This testimony is based on ongoing and published GAO work. It includes themes from a September 2006 Comptroller General's forum on current trends in international student enrollment in the United States and abroad. Invitees to the forum included experts from the Congress, federal agencies, universities, research institutions, higher education organizations, and industry."
Higher Education: Science, Technology, Engineering, and Mathematics Trends and the Role of Federal Programs
Testimony issued by the Government Accountability Office with an abstract that begins "The United States is a world leader in scientific and technological innovation. To help maintain this advantage, the federal government has spent billions of dollars on education programs in the science, technology, engineering, and mathematics (STEM) fields for many years. However, concerns have been raised about the nation's ability to maintain its global technological competitive advantage in the future. This testimony is based on our October 2005 report and presents information on (1) trends in degree attainment in STEM- and non-STEM-related fields and factors that may influence these trends, (2) trends in the levels of employment in STEM- and non-STEM- related fields and factors that may influence these trends, and (3) federal education programs intended to support the study of and employment in STEM-related fields. For this report, we analyzed survey responses from 13 civilian federal departments and agencies; analyzed data from the Departments of Education and Labor; interviewed educators, federal agency officials, and representatives from education associations and organizations; and interviewed students."
Higher Education: Activities Underway to Improve Teacher Training, but Reporting on These Activities Could Be Enhanced
A letter report issued by the General Accounting Office with an abstract that begins "In 1998, Congress amended the Higher Education Act (HEA) to enhance the quality of teaching in the classroom by improving training programs for prospective teachers and the qualifications of current teachers. This report focuses on two components of the legislation: one that provides grants and another, called the "accountability provisions," that requires collecting and reporting information on the quality of all teacher training programs and qualifications of current teachers."
Higher Education: More Information Could Help Education Determine the Extent to Which Eligible Servicemembers Serving on Active Duty Benefited from Relief Provided by Lenders and Schools
A letter report issued by the Government Accountability Office with an abstract that begins "million members of the armed forces have been deployed in service to the United States. Congress enacted the Higher Education Relief Opportunities for Students (HEROES) Act to recognize the needs of those servicemembers who are deployed in the midst of pursuing postsecondary education or repaying student loans. GAO was asked to determine (1) how the Department of Education has implemented HEROES, (2) the policies and practices federal student loan lenders have in place to assist borrowers serving on active duty, and (3) the policies and practices postsecondary schools have to assist students who are serving on active duty. To address these objectives, GAO interviewed representatives from the nine largest Federal Family Education Loan program lenders, surveyed a random sample of postsecondary schools, and visited four colleges and universities."
The Statewide Economic and Fiscal Impacts of Texas Woman's University
This document reports the findings of an analysis conducted by the University of North Texas Center for Economic Development and Research of the statewide economic and fiscal impacts of Texas Woman's University (TWU) campuses in Denton, Dallas, and Houston.
For-profit higher education programs in the United States.
This study examined the extent of research and teaching on higher education programs in the United States that focuses on for-profit higher education. This descriptive study used a 30-item questionnaire to gather the information reported here. This survey instrument was sent to the entire population of interest. This population was made up of all of the programs in higher education that are listed in the ASHE Higher Education Program Directory, which is produced by the Association for the Study of Higher Education. The results of this research show that little research and teaching is being done that has a primary focus on for-profit higher education. Recommendations on how to address this are provided.
The Role of Higher Education in Africa: a Study of the Attitude of African Educators Toward the Tananarive Recommendations
This study concerns the perceptions of African educators concerning the role of higher education in Africa. The study investigates African educators' awareness, understanding, opinions, and reactions to the role of higher education as defined by the Tananarive Conference on the development of higher education in Africa. The data were collected through personal interviews with 80 educators affiliated with the universities of the English—speaking countries in Middle Africa. The findings of the study reveal that (a) the Tananarive recommendations are still realistic and relevant to the African situation; (b) African educators agree that universities in Africa must contribute to the definition and development of African economic, social, and cultural goals; (c) African universities are judged mainly by how successfully their objectives and achievements improve society; (d) the critical problems confronting the African universities are finance, colonial origin, attachment to metropolitan models and standards, training of staff in overseas institutions, brain drain, and government interference; and (e) mutual trust and understanding of role-expectation between African governments and universities is required for universities to fulfill their developmental role in African societies.
An Historical Review of Higher Education in Kenya Since 1975, with an Emphasis on Curriculum Development
This study focuses on the history of higher education in Kenya since 1975, with an emphasis on curriculum development. The main purposes of the study were (1) to describe the historical events of higher education in Kenya since 1975, and (2) to analyze the present system of higher education in the country. The study attempted to answer questions related to higher education in Kenya. The questions investigated were (1) how had the characteristics of higher education curriculum changed since 1975?; (2) in what ways had the purposes of higher education in Kenya changed since 1975?; (3) to what extent have these purposes been achieved? why or why not?; and (4) which events since 1975 had a major impact on higher education in Kenya? The major analysis of the study is historical and gives an explanation of the history of the development of higher education in the colonial days in Kenya, briefly discussing the period 1963-75. The analysis of Kenyan institutions of higher education covers the development of Kenyan higher education since 1975. The discussion consists of basic facts of Kenyan higher education. Data from primary and secondary sources were analyzed and studied. Documents were chronologically and topically reviewed. Chapter I of the study is the introduction. The history of higher education is in Chapter II. Chapter III discusses the impact of Western education in Kenya. Chapter IV deals with development, politics, and Kenyan higher education. Chapter V contains the summary, a discussion, and conclusions based on the facts presented in Chapters I through IV. Since 1975, higher education in Kenya has emphasized vocational and technical education, African culture, natural sciences, and rural development.
The American University of Beirut and Its Educational Activities in Lebanon, 1920-1967
The purpose of this study was to trace the historical development of the American University of Beirut and its educational contributions in Lebanon and the Middle East from 1920 to 1967. Through their activities in the Levant in the early nineteenth century, the American missionaries virtually laid the foundations of the Syrian Protestant College, later known as the American University of Beirut. Though religion was the cornerstone in the founding of the University, under the pressure of the local environment, its secular character was to be substituted for the religious one. The establishment of the University in 1866 marked the beginning of the system of higher education in the Arab world. As the first established institution of higher learning, the University played a significant role in raising the level of literacy throughout the region. Despite the difficult times that the University faced throughout its history, it survived and continued its dedicated mission to serve the people of Lebanon and the entire area. For the University, the first 50 years under Ottoman rule was a period of surviving and maintaining its existence. With the freedom it came to enjoy during the French Mandate and later during independence, the University moved into a period of advancing and expanding. By the 1960s the University had become a prestigious institution and captured the support of most people and governments in the area. The study's six chapters describe the historical setting of Lebanon and the origins of its religious groups, the historical background of the American University of Beirut, the educational activities of the University during the French Mandate, and its educational activities under independent Lebanon. The thesis showed that the University had a significant role in the education of the Lebanese and the peoples of the area, and that it has significantly contributed to …
The Correlates of Number of Minority Faculty, Minority Student Organizations, Diversity Course Offerings, and Geographic Location to Minority Student Enrollment in Texas Colleges
This study examined the correlates between the dependent variables African-American and Hispanic student enrollment in Texas public higher education to the independent variables institution type, education region, faculty demographics, curricular offerings and student organizations. Data for African-American (n = 124,000) and Hispanic enrollment (n = 314,000) in all Texas public higher education institutions (n = 109) for the 2008 academic year were examined. Significant results, using a statistical significance of p = .005, were reported for two of the variables. A correlation of Pearson's r = .946 and statistical significance of p = .000 was observed between African-American student enrollment and the percentage representation of African-American faculty in the same institution. A correlation of Pearson's r = .982 and statistical significance of p = .000 was observed between Hispanic student enrollment and the percentage representation of Hispanic faculty in the same institution. The results of this study found significant relationships between the presence of African-American and Hispanic faculty and enrollment of African-American and Hispanic students. Recommendations are made for exploring these findings in further detail.
Dispute Resolution Studies in the Institutions of Higher Learning: an Initial Investigative Study of Professors' Attitudes
Conflict is present in all human relationships and societies. Throughout history, fighting has been more notable than peacemaking. Only recently have conflict resolution studies entered the mainstream of academia. Since peace is no longer an option, but a necessity, educators must become actively engaged in promoting the importance of peacemaking skills among their students. In 1986, the National Institute for Dispute Resolution funded a study of conflict resolution in higher education. Results disclosed a proliferation of courses but little about their quality. The present study evaluates the status of alternative dispute resolution (ADR) in the curricula of three major universities in North Texas and compares it with results from four other universities which were reported to have the heaviest concentration of ADR courses. A questionnaire was constructed to collect data in the following areas: place, significance of ADR in contemporary curricula, important factors determining attitudes toward ADR, and expectations/aspirations of faculty concerning teaching of ADR. Using a Likert scale, attitudes toward ADR were measured through regression analysis. Four of seven independent variables (age, sex, political orientation, and ADR training) were significant at jd = .05. Forty ADR-related courses were identified in seven universities. The concentration of ADR courses was management (35%), law (28%), sociology (23%), business (8%), and political science (8%). No courses were identified by anthropology departments. Results also reveal that the older, liberal, female, and ADR-ski lied individuals exhibit more favorable attitudes towards ADR. The study concludes that (a) concentrated efforts should be increased to teach and train educators in ADR, (b) mediation centers should be created on university campuses, and (c) an ADR communications network and data bank should be established among universities in order to allow faculty, students, practitioners, and administrators to share information. A partial list of organizations involved in peace issues and resources for …
Tribhuvan University and its Educational Activities in Nepal
The purpose of this study was to discuss the role of Tribhuvan University in the development of higher education in Nepal by examining the university's historical development and educational activities. Despite negligence and opposition to public higher education by the rulers of Nepal before 1951, Nepalese higher education began with the establishment of Trichandra College in 1918. From 1951 until the establishment of Tribhuvan University in 1959, several public as well as private colleges were also established. The establishment of the university in 1959 marked the beginning of the government-controlled system of higher education in Nepal. As the first and only national institution of higher education, Tribhuvan University has played a significant role in developing a system of higher education in the country. During its first ten years, Tribhuvan University did not operate as a comprehensive institute of higher education. The Tribhuvan University Act of 1971, however, altered the structure, organization, and functions of the university and gave it additional roles and responsibilitites. By the mid-1980s, Tribhuvan University had increased its number of colleges from 49 (1970) to more than 128. Moreover, these colleges have expanded their programs and levels of education. This dissertation's six chapters describe the demographic, cultural, and historical setting of Nepal, the educational activities of Nepal before the establishment of Tribhuvan University, and the university's educational activities from its establishment in 1959 through the mid-1980s. The study shows that the university, in a 26-year period, had expanded it activities significantly and had proven its role as an important factor in the development of higher education in Nepal. The study also indicates that various governmental and non-governmental agencies have been actively involved in determining the educational activities of Tribhuvan University in Nepal.
Identification of Basic Characteristics of Managing Higher Education by Objectives
The main purpose of this study was to identify basic characteristics of managing higher education by objectives (HEBO). Six interrelated and interdependent research questions , which reflected other purposes of the study, were established. A sixty-two-statement questionnaire, from the review of MBO literature, was developed to use in the study. Statements were categorized into (1) philosophy of the educational enterprise, (2) identification of institutional goals, (3) specification of objectives, (4) definition of role responsibility, (5) the implementation process, (6) evaluation of organization, and HEBO limitations and requirements. Participants were requested to respond to each statement on a three point Likert scale consisting of "Agree," "Disagree," and "Modifications." Conelusions--(1) Experts and authors approved the characteristics of managing higher education by objectives (HEBO) as proposed in the study. (2) In order to be efficient and effective, an HEBO program should contain a mission statement, clear goals and objectives, well-defined role responsibilities, and also evaluation. (3) The HEBO implementation process requires more than a mere decision to institute such a program; it requires strong leadership, orientation programs , and MBO consultants. (4) Any HEBO model should have as its major purpose the securing of higher performance accountability. (5) In the policy- and decision-making process, the overall constituencies of a higher education should get involved in connection with HEBO implementation.
Attitudes and Actions of the First Six Presidents of the United States Concerning Higher Education
Higher education has always occupied an important place in this nation's concerns. This study was undertaken in an attempt to determine how the Founding Fathers, especially the nation's first six presidents, regarded the subject of higher education. The study was limited to these six men because they were charged with inaugurating the new government and because these six men were all participants in the drafting and ratifying of the Constitution. Findings for this study came from the personal and private papers of the first six presidents, government documents, and the press. A comparison of the findings indicates that these men shared many beliefs while disagreeing on some aspects of higher education.
An Historical Inquiry Into the Development of Higher Education in Ghana 1948-1984: a Study of the Major Factors That Have Controlled and Inhibited the Development of the Universities of Ghana
Universities in many industrialized countries including Japan, and Australia, have enabled those countries to achieve rapid economic and social advancement. However, this is untrue for the universities of Ghana, due to the country's ailing economy, its continued dependence on foreign manpower, aid, and material goods. The purpose of this study, therefore, was to illuminate the major factors and events that have controlled and inhibited the development of higher education in Ghana from 1948 to 1984. The method of acquiring data involved a computer and manual search for documents from 1) ERIC Database, 2) libraries , and 3) Embassy of Ghana, Washington, D.C. The findings include (1) Establishment of universities on the basis of the Asquith Doctrine; (2) Imitation of British universities' curriculum, constitution, standards and social functions; (3) Characterization of universities by elitism, lack of diversity and adaptation, autonomy, excellence and narrow specialism in their honor degree programs; (4) Emphasis on cognitive rather than psychomotor learning; (5) Matriculation of inadequately qualified secondary school science students; (6) Absence of a nationally formulated statement of manpower needs, goals, and effective long-term planning; (7) Financial exigencies; (8) Suppression, perversion and abuse of academic and intellectual freedom by the government and universities; (9) Inconsistent governmental policies due to abrupt changes in government by military coups.
Identifying Determinants of Quality for Public Two-Year Colleges
The purpose of this study was to identify a set of determinants of quality for public two-year colleges. To identify specific measures of quality for public two-year colleges, 61 variables of quality were selected from recent research on quality in higher education and consolidated on the Inventory of Determinants of Quality (IDQ). This instrument was mailed to a random sample of two-year college presidents, two-year college faculty members, four-year college deans, and community business leaders. Of the 476 surveys mailed, 315 were returned. The ANOVA procedure identified 24 IDQ items which the four study groups agreed were important to determining quality at public two-year colleges and 6 IDQ items which were less important. The study groups differed significantly in rating the remaining 31 IDQ items as determinants of quality for public two-year colleges. The majority of items found to be important to determining quality at public two-year colleges were related to student outcomes and academic standards. Items related to faculty characteristics, such as research productivity, were found to be less important. Four-year college deans differed significantly from the other three study groups on 13 IDQ items. The major differences were on items related specifically to two-year colleges such as diverse instructional delivery systems and the relationship between the two-year college and its local community. The results of the study led to two major conclusions regarding the determination of quality of public two—year colleges. First, a different set of criteria must be used for measuring quality at two-year colleges. Second, outcome measures must be an integral part of any two-year college evaluation system. Further research is recommended to determine the degree to which the items identified as determinants of quality for two-year colleges should be measured.
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